CRITICAL THINKING & PROBLEM SOLVING WITH GROUP WORK VS PAIR WORK
DOI:
https://doi.org/10.35631/IJEPC.1164030Keywords:
Critical Thinking, Group Work, Pair Work, Collaborative Approaches, Zone of Proximal DevelopmentAbstract
Critical thinking and problem-solving are valued in modern education, but the relative effectiveness of group versus pair work is still uneven, which is why this study on student interaction and cognitive engagement was conducted. This study aims to examine teamwork and critical thinking in different ways of collaboration, from the perspective of 233 college students. The study employed a quantitative survey using a 5-point Likert scale which revealed that the students overall like both arrangements with a mean rating that is typically greater than 4.0. In the group activities, students were very willing to communicate and collaborate towards a common goal, whereas in the pair work, the focus was more on individual responsibility for learning. It's interesting to note that those with the lowest scores showed a small preference for working alone as opposed to in pairs. The study suggests teachers customize the structures for collaborative learning with some cognitive objectives, for example, using pair work when the students are doing analytical tasks, and larger groups when they are solving complex problems. These methods are based on the theory of Vygotsky and Tubbs, thus enabling the provision of targeted scaffolding, helping students to move from individual accountability towards generating knowledge from several perspectives. Ultimately, teachers can reduce "social loafing" and enhance peer relationships in the zone of proximal development by creating a "shared mission" and providing clear instructions to support higher-order thinking.
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